Typology of lessons on GEF: structure of lessons, requirements for lessons of a new type, types of lessons

The reform of school education in Russia is based on the scheme “Why teach? - What to teach? “How to teach?” That is, in the new standards (GEF), educational goals are in the foreground: what should a child acquire in the process of learning? If before it was primarily about knowledge, now about the ability to independently acquire and apply it in practice. These requirements were reflected in the main unit of the learning process - the lesson. The emergence of a new typology of lessons on the GEF led to changes in their structure, content, positions of the teacher and student.

New standards requirements

The main task of the modern school is the personal development of the child. He should be able to see the problem, set tasks, choose ways to solve them, plan, seek information, analyze, draw conclusions, evaluate himself and his work. There is a special term in the standards for the definition of such skills - universal educational activities (UE). In total, four groups distinguish them: personality, cognitive, communicative, and regulatory. The former are responsible for understanding the child’s goals in their development; the second - for the ability to think logically, work with information, analyze; the third - for the ability to interact with others and express their opinion; fourth, for their readiness to draw up and implement an action plan, to evaluate the results. Such guidelines change the very structure of the GEF lesson. The system-activity approach, which provides for:

• the priority of independent work of the student;
• a significant number of creative tasks;
• individual approach on the part of the teacher;
• the development of universal learning activities ;
• democratic style of interaction between the teacher and the child.

Basic types of lessons on GEF

New requirements have significantly changed the set of traditional school activities. The classification of types of lessons according to GEF is made. It is based on the priority tasks of a particular lesson. Four main types of lesson:

• discovering new knowledge (acquiring new skills);
• reflection;
• systematization of knowledge (general methodological);
• developing control.

In the first type of classes, students receive new information on the topic, learn different ways of learning actions and try to put them into practice.

In the lessons of reflection and development of skills, children consolidate the information received, learn to evaluate their own actions, identify and eliminate errors.

Classes of developmental control help to learn how to calculate your strength when completing tasks, objectively evaluate the results.

Lessons of a general methodological orientation make it possible to systematize the acquired knowledge, to see intersubject communications.

Sometimes a fifth point is added to this typology of lessons on the GEF - a research or creative lesson.

Key components of the lesson

The structure of the GEF lesson is largely determined by its type, but there are a number of required components. Their composition and sequence may vary depending on the topic of the lesson, the level of preparedness of the class. In this case, three groups of problems must be solved: developing, training, educational. Types and stages of lessons on GEF :

• The first stage of the modern activity is “motivational”. Designed to interest the student, set up for work. After all, information is best absorbed when a person becomes interested. Teachers use different tricks for this: problematic questions, ambiguous statements, unusual facts, sound, visual effects.
• During the stage of “updating knowledge”, the student should remember the material that was passed, one way or another connected with the question posed at the beginning of the lesson, and fix it in the process of completing the tasks.
• “Fixing and localization of difficulties” is a stage aimed at analyzing one’s own actions and identifying problematic issues. The child learns to ask himself questions about the work done:

- what problem did you solve;

- what was needed to do this;

- what information came in handy;

- at what point did the difficulty arise;

- what information or skills were not enough.

• The stage of “building a project for correcting difficulties” consists in jointly drawing up a plan for the assimilation of new information and solving a problem. The goal is set, which is related to the correction of knowledge (to find out, learn, determine), the means of its achievement are selected (to draw up an algorithm, fill in the table) and the format of work (individually, in a pair, in a group).
• The stage of "project implementation" provides for independent work on the developed plan. The teacher at the same time performs the functions of a moderator, asks leading questions, guides.
• “Inclusion of new knowledge in the system” - execution of cases that help to correlate new information with already studied material and prepare for the perception of new topics.
• The obligatory stage of the modern lesson is “reflection”. With the help of a teacher, students summarize the results of the lesson, discussing that they managed to find out what difficulties arose. At the same time, one evaluates one's own activity, level of activity. The task of the guys is not just to understand where the mistakes were made, but also how to avoid this in the future.

Variations of lesson forms

In addition to educational tasks, that is, those skills and abilities that should be formed in a child, the typology of lessons on the FSES also takes into account the methods and techniques used in the lesson.

Given the requirements of standards, preference is given to non-standard and creative ways of organizing educational work. The higher the degree of interest and independence of the student in meeting new material, the better he will be able to learn and subsequently apply it.

Types and forms of lessons on GEF

The methods of research and project activities, techniques for the development of critical thinking, and interactive forms of work are well combined with such forms of training.

Technological lesson map

A change in orientation when planning a lesson led to the emergence of a new form of writing his script. To successfully conduct an open lesson on GEF today, an outline plan is not enough. It is necessary to correctly draw up a technological map of the lesson.

When planning, the teacher needs not only to determine the type of lesson, but also to formulate the purpose and tasks of studying (fixing) a specific topic, to identify what universal educational actions will be formed by students. Clearly distribute with the help of which techniques and at what stage of the lesson the children will acquire new knowledge, skills, become familiar with new ways of working.

The routing is usually filled in a table with a preliminary brief description of the main points. This description includes:

• wording of the purpose of the lesson (substantive and activity) and tasks of three types (training, developing, educational);
• definition of the type of lesson;
• forms of work of students (steam, group, frontal, individual);
• necessary equipment.

General scheme

As an example, we can give an element of the technological map of a math lesson for grade 2. The type of the lesson is reflection, the stage is the “project of correction of difficulties”.

Lesson in gaining new skills

A kind of reference point in any educational process, because it is from him that the study of a topic or section begins. As the activity and meaningful goals of the lesson of discovering new knowledge, gaining new skills, you can specify: training in new ways of finding information, acquaintance with terms and concepts; acquisition of knowledge on the topic, assimilation of new facts. The sequence of steps during such a lesson may be as follows:

• motivation and immersion;
• actualization of knowledge related to the proposed topic, the implementation of a test task;
• identification of difficulties, contradictions;
• identification of possible ways out of the current problem situation, drawing up a plan to resolve difficulties;
• the implementation of the items of the plan, during which the "discovery of new knowledge";
• fulfillment of the task, allowing to consolidate new information;
• independent verification of the result of work (comparison with the sample);
• integration of new knowledge into the system of prevailing ideas;
• Summing up, reflection (assessment of occupation and self-esteem).

Systematization of knowledge

According to the recognized typology of lessons on GEF, the tasks of a general methodological orientation include:

• systematization of information received on the topic;
• development of generalization, analysis and synthesis skills;
• development of the learned methods of activity;
• the formation of forecasting skills within the framework of the studied material;
• development of the ability to see subject and intersubject relationships.

The structure of such a lesson may include elements such as:

• self-actualization (mood for cognitive activity);
• checking existing knowledge and fixing difficulties;
• formulation of educational tasks in the framework of the lesson (alone or in conjunction with the teacher);
• drawing up a plan to resolve the identified difficulties, the distribution of responsibilities;
• implementation of the developed project;
• verification of the results of the work done;
• reflection of activity, assessment of individual and team work.

Reflection lesson

It includes elements of several traditional occupations at once: repetition, generalization, consolidation, control of knowledge. At the same time, the student must learn to independently determine what his mistake is, what turns out to be better, what is worse, how to get out of difficulty.

The first five stages of the reflection lesson are similar to the two previous types of classes (from motivation to implementing a plan to resolve difficulties). In addition, the structure includes:

• summarizing the difficulties that the guys faced in performing knowledge;
• independent verification of work according to the standard proposed by the teacher;
• the inclusion of new information and skills in the existing picture of knowledge.

Of course, this lesson cannot be held without the final stage - reflection. Modern pedagogical technologies offer various techniques for this. And if, when analyzing the results of work at reflection lessons in elementary school on the GEF, the emphasis is more often on visual associations (the Smile, Tree, Traffic Light, Sun and Clouds techniques), then with time the children learn to critically evaluate themselves and formulate conclusions.

Development Control Lesson

Classes of this type are held following the completion of a large thematic block. Their task is not only to assess the knowledge gained, but also to develop students' skills of introspection, self-examination and mutual control. In accordance with the requirements for a lesson on GEF in this category, two features can be distinguished. The lessons of developmental control include two classes: the implementation of the control work and its subsequent analysis. The interval between them is 2-3 days. Such lessons cover a significant amount of material (as opposed to reflection lessons), so the set of tasks is quite extensive and diverse.

The work of the teacher and students is based on the following scheme:

• guys perform control tasks;
• the teacher checks the work, puts a preliminary assessment, forms the standard of verification;
• students check their work on their own, checking the sample, then evaluate them in accordance with established criteria;
• the final grade is set.

In the structure of such a lesson, before summing up, a block of tasks is performed:

• a generalization of the identified types of difficulties;
• independent work on self-testing using a sample;
• Performing tasks of a creative level.

Primary and secondary school: general and special

The purpose of introducing federal standards was initially the introduction of general principles for the organization of the educational process at all levels of education. The single reference point is the formation of universal educational actions among students. Therefore, the types of lessons on GEF in high school as a whole repeat this list for elementary grades. The general concept for classes is the "educational situation". The teacher should not present ready knowledge, his task is to create such a situation in the lesson that children can make a small discovery on their own, feel like researchers, understand the logic of events. But such a situation is built taking into account the psychological and age characteristics of students, the level of formation of educational activities. Therefore, despite the general structure, the flowcharts of math lessons for the 3rd and 10th grade will be noticeably different. In high school, the teacher can rely on the children's knowledge and skills, and in the primary grades, learning situations are more based on observations and emotional perception.